평생교육 담당자의 직무요구, 직무자원, 직무소진, 직무열의 및 이직의도의 구조적 관계 : 직무요구-자원 모형에 기반하여

초록

Lifelong education practitioner perform not only lifelong education jobs, but also various duties such as customer response and regional network management. In addition, since the COVID-19 pandemic, the burden of the jobs has increased due to the reduction of lifelong education operations, increased job instability, and the addition of digital conversion tasks, resulting in job burnout, job turnover, and job change. However, domestic researches on lifelong education practitioner have limitations that mainly focus on classification of job and competency, qualification and training systems, and job satisfaction, etc. Therefore, the purpose of this study is to empirically analyze the relationship between job demand, job burnout, job resources, job engagement, and turnover intention of lifelong education practitioner based on the job demand-resource model. To achieve the purpose, questionnaire response data were collected from 297 practitioners in charge of lifelong education institutions in Daegu city, Gyeonggido, and Gyeongsangbukdo. This data was analyzed according to the structural equation model method. The analysis results are as follows. First, the structural equation model consisting of job demand, job burnout, job resource, job engagement, and turnover intention is suitable, so it is possible to apply the job demand-resource model to the job of lifelong education practitioner. Second, the energetic path consisting of job demand and job burnout has a strong positive effects on the turnover intention. Third, the motivational path composed of job resources and job engagement negatively affects the turnover intention. The conclusions and implications for the above results were presented.

키워드